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MakeUseOf.com - The Complete Guide to Twitter - 4 views

www.scribd.com/...-The-Complete-Guide-to-Twitter twitter makeuseof guide Tutorials
shared by Maggie Verster on 21 Oct 09 - Cached
  • Maggie Verster on 21 Oct 09
     
    In over forty pages Makeuseof publishing editor Mark O'Neill, tackles every Twitter feature, tip and trick you can think of. Learn to work the interface, to Tweet from your desktop, cool Twitter bots and funniest people to follow. With this free manual, Mark will make sure you get your black belt in Twitter.
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Twitter: The Swiss-Army Knife of Social Media - download image from Flickr - 2 views

www.flickr.com/...o socialnetworking socialmedia apps twitter swiss-army-knife
shared by Michael Marlatt on 20 Oct 09 - Cached
  • Michael Marlatt on 20 Oct 09
     
    I created a (very) simple Twitter illustration for some friends on the basics of Twitter. Feel free to download image and share...
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Twitter4Classes - 5 views

twitter4classes.wikispaces.com twitter education twitter4classes socialnetworking socialmedia
shared by Emily Vickery on 19 Oct 09 - No Cached
  • Please add yourself to the list under the correct age level if you use Twitter with your students including a link to your Twitter page so others may follow you! Thanks!
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Flickr Photo Download: Preview: The Twitterverse v1.0 by @BrianSolis & @Jess3 - 2 views

www.flickr.com/...o briansolis jess3 twitterverse
shared by Michael Marlatt on 19 Oct 09 - Cached
  • Michael Marlatt on 19 Oct 09
     
    Twitterverse by Brian Solis & Jess3 - pretty cool illustration of all the Twitter apps available today.
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Twitter / Over capacity - 2 views

twitter.com/home
shared by anonymous on 18 Oct 09 - Cached
    • anonymous
      anonymous on 18 Oct 09
       
      Isn't it happening to many times now again?
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ITEC 2009 - PLN: A gardener's approach to professional learning - Dangerously Irrelevant - 7 views

www.dangerouslyirrelevant.org/...-to-professional-learning.html
shared by Amy Kelly-Graham on 16 Oct 09 - Cached
  • “As a 6th grade teacher, I learned very quickly that the amount of time students paid attention to me was directly related to the strangeness of what I was talking about.
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